Comparing digital and non-digital executive function assessments with Chinese children with autism spectrum disorder

Thesis

Traditional assessment methods such as paper-and-pencil tasks have long been used to assess cognitive functioning. However, they may not fully reflect the unique cognitive characteristics of children with autism spectrum disorders (ASD). Digital tools with interactive and adaptive features provide an alternative by delivering a more engaging and accessible assessment that is promising. This study investigated the comparative effectiveness of digital and non-digital task modalities in assessing executive functioning (explicitly working memory, cognitive flexibility, and inhibitory control) in children with ASD. The study involved 11 children with ASD, aged 6-12 years, who completed both digital and non-digital tasks to measure their performance in these cognitive domains. The two research questions for this paper are RQ1. How does task modality affect executive function performance in children with ASD? RQ2. Are there modality-specific strengths and challenges observed in children with ASD when they are not able to perform well on these tasks? The study used a mixed methods approach, combining quantitative performance data with qualitative insights from teacher interviews. Results suggest that while there were no significant differences in overall performance between digital and non-digital modes, digital tasks exhibited strengths in maintaining engagement task completion for children with ASD.

Authors: Zhang, H

• DOI: 10.5287/ora-qqqxabazn
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: CDE; interviews; digital assessment; ASD; CDE2024; quantitative research; executive function
• Subjects: Autism spectrum disorders; Autism in children; Quantitative research; Interviews; Education